Zubair Mohammad
Education is often regarded as the great equalizer, but in reality, a child’s home environment plays a crucial role in shaping their academic journey. As a high school teacher, I have observed first-hand that children from unlettered homes face significant struggles in the classroom compared to those whose parents are literate. These struggles manifest in multiple ways, affecting their confidence, performance, and overall ability to keep pace with their peers.
This realization became even clearer to me while teaching the lesson ‘How Teachers Learn’ to the students of Class 8. As I discussed the text with my students, a thought struck me—how many of them have literate parents who can guide them at home? I decided to ask the class directly. One by one, the students shared whether their parents were literate or illiterate. To my surprise, the majority of my 13 students came from unlettered homes. This moment reinforced what I had often observed: these children, despite their best efforts, face unique challenges that their peers with educated parents do not.
One of the biggest struggles these children encounter is the lack of academic support at home. Unlike their classmates, they cannot seek help from their parents with homework, comprehension, or even basic reading skills. A child whose parents can read and write has an advantage—whether in getting assistance with assignments, practicing reading at home, or receiving guidance for exams. However, children from unlettered homes must rely entirely on what they grasp in the classroom, often leading to gaps in their learning and a loss of confidence.
Another major hurdle is limited exposure to books and language. In homes where literacy is absent, books, newspapers, and even simple educational discussions are rare. As a result, these children enter school with a smaller vocabulary, weaker comprehension skills, and lower overall academic preparedness. As they progress to higher classes, the struggle intensifies, making it harder for them to cope with subjects that require strong reading and analytical skills. Unlike their peers, who grow up in an environment rich in language and learning, these children must build these skills from scratch within the limited hours they spend in school.
One of the most striking observations I have made is that these children dedicate time to their studies just like their peers from literate homes, yet they struggle to compete with them. Their effort is not lacking, but they do not have the structured learning environment that their more privileged classmates enjoy. While other students may receive explanations, corrections, and additional practice at home, these children must independently process and retain everything on their own. This disadvantage accumulates over time, making it difficult for them to perform at the same level as their classmates.
A particularly concerning issue is that the parents of these children rarely visit schools to check on their child’s progress. Parent-teacher meetings, which serve as an important platform for discussing a child’s development, often see little to no participation from unlettered parents. Whether due to a lack of awareness, fear of interacting with teachers, or simply the belief that education is the school’s sole responsibility, these parents remain uninvolved in their child’s learning. As a result, these children navigate their education largely on their own, without the encouragement or accountability that parental involvement brings.
This is where teachers play a crucial role in bridging the gap. Since these students do not receive educational reinforcement at home, teachers must provide extra attention to help them keep up. This may involve remedial classes, individualized guidance, and additional encouragement to boost their confidence. Peer learning can also be an effective tool—pairing struggling students with academically stronger ones can create a support system within the classroom. Teachers must be equipped with the knowledge and skills to identify and support students from unlettered homes, including training on differentiated instruction and culturally responsive teaching strategies to effectively address their unique learning needs. They must be sensitive to the fact that these children may not have the same foundational knowledge as their peers and should adjust their teaching methods accordingly.
Beyond academic struggles, these students often face emotional challenges, including feelings of shame, isolation, and diminished self-esteem. Without proper support, they may become disengaged, lose confidence in their abilities, or even drop out of school.
Despite these struggles, education remains the most powerful tool to break the cycle of illiteracy. A child from an unlettered home is not destined to struggle forever—if provided with the right support system, they can overcome these challenges and succeed academically. However, this requires a collective effort. Teachers must go beyond their traditional roles, schools must implement inclusive policies, and society as a whole must recognize the barriers these children face.
Education should not be a privilege reserved for those with literate parents. It is our duty to ensure that every child, regardless of their background, has an equal opportunity to learn, grow, and succeed. By taking extra care of children from unlettered homes, we are not just helping individual students—we are shaping a future where literacy and education become accessible to all, breaking the cycle of disadvantage for generations to come.
Author can be reached at zubairmohammad7@gmail.com
